abstract

Gender in the Information Search Process:
An Exploratory Study of Student Experience

Prior gender research from other fields prompted this exploratory study of the impact of gender on the information seeking experience of high school students doing library research projects. The researcher used the cognitive, affective, and sensorimotor framework delineated in Kuhlthau's Information Search Process model. Kuhlthau's Process Survey and Teacher's Assessments of Focus provided categorical quantitative data analyzed with chi square tests. Participants kept search journals and responded to freewriting prompts which were coded and analyzed qualitatively.

To describe both common and divergent experience of the genders, the researcher constructed a model of nine Information Search Styles based on level of focus (Lost, Tourists, and Navigators) and kind of involvement (Reluctant, Detached, and Involved). These styles were related to the preferences and abilities of the student, the requirements of the assignment or information need, and possible differences in developmental level and epistemological stance.

Several search styles evidenced gender tendencies. However, gender representation was balanced in the search styles of highly successful students, those who were detached from their topics but formulated a clear focus, Detached Navigators, and those who were involved and also clearly focused, Involved Navigators.

Gender related differences were found in topics, task perception, and affective experience. Topics selected for study followed gender lines. Males tended to emphasize information collection and to detach themselves from their topics; females to be more reflective and to express more affect.

Kuhlthau's model was found to most accurately represent the knowledge construction experience of those students who were clearly focused. Interest and confidence, however, did not always increase with focus formulation, especially for some girls, nor did less clearly focused students consistently experience more anxiety and frustration as Kuhlthau's model predicts.

The researcher's model incorporates a diverse range of information seeking styles reflecting students' abilities and desires to be independent information users. It redefines success to include information exploration, involvement, and affective state as well as the traditional success indicated by focus formulation. The gender balanced expression of voice by the most successful students offers the promise that both males and females have the potential to access the power of ideas and information.